|Submission Date||Nov. 30, 2018|
PA-5: Assessing Diversity and Equity
|0.50 / 1.00||
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
Fanshawe conducts ongoing comprehensive analysis on student success (retention and graduation) for all students, with a special focus on key groups of marginalized and academically at-risk students. This includes First Gen(eration) students, First Nation students, and programs/services that support those student populations. Some of this activity is required reporting to MAESD while other is reported for internal strategic planning and program development purposes. Little or none of this information is posted for public consumption. Some aggregate First Gen reporting is included in MAESD information releases
Muslim students were part of a series of focus groups to determine their spiritual needs as part of a larger campus review of Spirituality Services in 2017.
The National College Health Assessment (NCHA) survey was conducted in Fall 2015 to inform campus programming in the new Student Wellness Centre (SWC) as well Fowler Kennedy Student Health Services and Counselling & Accessibility Services. This comprehensive survey captured student feedback on health and mental health status and concerns and correlated that feedback with self-identified gender and ethnicity
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of faculty, staff, administrators and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:
The results of the Muslim focus group discussions resulted in partnerships with the local Muslim community to bring community supports onto campus to serve students and connect them to the larger London community.
Through the NCHA survey, we learned that student incidents of depression and anxiety are higher than the national average. This has led to additional focus on mental health through Fowler Kennedy as well as the addition of two counselling positions at the College. We are also working with campus partners on more proactive mental health supports including our new Passport to Wellness series The Student Wellness Centre has also partnered with Counselling & Accessibility Services and the Fitness Health Promotion program to do a research project on participation in SWC programs and services and their impact on self-report levels of depression and anxiety. That project is still in progress but results anticipated by the end of Spring 2018.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
A brief description of how the assessment results are shared with the campus community:
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
The diversity and equity assessment report or summary:
The website URL where the report or summary is publicly posted:
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.